Matching Items (3)
Filtering by
- Resource Type: Text
Description
Ultimately, the examples and foundation provided at home will impact the child as a student and lifelong learner. In Navajo society, there are some families who continue to instill the importance of heritage language and culture. And then there are those who choose not to, or who are not capable of doing so due to the lack of knowledge to share such teachings. Diné language and culture are vital elements of who we are as Diné. They are what identify us as a people. Our language and culture separate us from the western society. As parents and educators, our attitudes affect our homes, schools, and children. Our way of thinking may inhibit or perpetuate cultural teachings. However, no one knows how parents' attitudes affect cultural integration at an immersion school. This quantitative study examined parents' attitudes toward cultural integration in a Navajo language immersion school (Ts4hootsoo7 Diné Bi')lta' with the Window Rock Unified School District #8 in Fort Defiance, Arizona). Surveys were used to examine parents' attitudes about language and cultural integration. The survey asked about Navajo language and culture, about the extent to which it was practiced at home, and their opinions about how Navajo language and culture was being taught at school. The data were reported in basic descriptive statistics for the total group of respondents and then disaggregated by age, place of birth (on the reservation or off), gender, marital status, and highest grade completed in school. The data has shown that overall parents are supportive of Navajo language and culture. Their attitudes may vary based on age, place of birth, gender, marital status, and education. In spite of this, Navajo language and culture are in the home. However, the degree to which it is spoken or practiced is not measured. Parents are supportive of the school teaching Navajo language and culture.
ContributorsPlatero, Audra J (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Gilmore, Treva (Committee member) / Arizona State University (Publisher)
Created2012
Description
Native Americans reported the least number of degree completion than any other population in the United States. Native American students experience multiple challenges while in college making them a high-risk population for college departure. This study used two hierarchical multiple regression to explore the relationship between non-cognitive factors (financial concerns, family support for education, cultural involvement, ethnic identity, academic self-efficacy) with both academic stress and academic persistence decisions from a combined sample of 209 Diné college students attending two tribal colleges on the Navajo reservation. Two-week test-retest reliabilities were calculated for three scales: family support for education, financial concerns, and Dine’ cultural involvement. The Multidimensional Inventory of Black Identity Scale was modified to measure two facets of ethnic identity (centrality and private regard) for Diné students. Academic Self-Efficacy was measured by the College Self-Efficacy Inventory. The Daily Hassles Index for College Stress was used to measure academic stress and the Persistence/Voluntary Dropout Decisions Scale was measured academic persistence decisions. Due to its suppression effect on the relation of private regard and academic stress, centrality was not included in the hierarchical regression predicting academic stress; however, it was included in the prediction of academic persistence decisions. Diné students reported high scores for family support for education that suggested that generally the students at Dine’ College perceived that their families as being supportive and encouraging their efforts to get their college degree. In the hierarchical regression predicting academic stress, in step one more cultural involvement and fewer financial concerns predicted less academic stress. In the final model, only fewer financial concerns
and greater academic self-efficacy predicted less academic stress. In the hierarchical regression predicting academic persistence decisions, private regard and academic self- efficacy were significant, positive predictors of persistence decisions. These findings are discussed in light of the role counseling psychologists can play in addressing financial concerns, ethnic identity, and academic self-efficacy among Dine’ students in order to decrease their academic stress and increase their positive decisions about staying in school.
and greater academic self-efficacy predicted less academic stress. In the hierarchical regression predicting academic persistence decisions, private regard and academic self- efficacy were significant, positive predictors of persistence decisions. These findings are discussed in light of the role counseling psychologists can play in addressing financial concerns, ethnic identity, and academic self-efficacy among Dine’ students in order to decrease their academic stress and increase their positive decisions about staying in school.
ContributorsShorty, Gerald (Author) / Robinson-Kurpius, Sharon E. (Thesis advisor) / Tracey, Terence J. G. (Committee member) / Kinnier, Richard (Committee member) / Arizona State University (Publisher)
Created2018
Description
In 2005 the Navajo Nation Tribal Council passed the Navajo Sovereignty in Education Act (NSEA). The NSEA has been herald as a decisive new direction in Diné education with implications for Diné language and cultural revitalization. However, research has assumed the NSEA will lead to decolonizing efforts such as language revitalization and has yet to critically analyze how the NSEA is decolonizing or maintains settler colonial educational structures. In order to critically investigate the NSEA this thesis develops a framework of educational elimination through a literature review on the history of United States settler colonial elimination of Indigeneity through schooling and a framework of decolonizing education through a review of literature on promising practices in Indigenous education and culturally responsive schooling. The NSEA is analyzed through the decolonizing education framework and educational elimination framework. I argue the NSEA provides potential leverage for both decolonizing educational practices and the continuation of educational elimination.
ContributorsPreston, Waquin (Author) / Vicenti Carpio, Myla (Thesis advisor) / Sumida Huaman, Elizabeth (Committee member) / Tippeconnic III, John (Committee member) / Arizona State University (Publisher)
Created2015